Sociology

New Urbanism: Principles of Urbanism describes a philosophy of community design taken from the book Suburban Nation: The Rise of Sprawl and the Decline of the American Dream. You can either read that text using a Google search or watch the PBS miniseries and read the list of new urbanism principles linked below. The principles suggest that a community should promote walkability, the state of accommodating walking. To do that, the authors recommend the following: Streets should be narrow and sidewalks wide; services should be located close to residences; garages should be in back, off of alleys; houses should be close together and close to the street; and a mixture of homes of varying sizes and costs should be spread throughout the community to promote diversity. The design of the homes themselves should encourage interaction with neighbors and a sense of place. A full list of the principles can be found here: http://www.newurbanism.org/newurbanism/principles.html “New Urbanism” proposes a “smart growth” development plan of the country’s sprawling suburbs. The article Neighborhood Design and Walking Trips in Ten US Metropolitan Areas discusses how neighborhood design impacts walkability in U.S. cities. After reading the article above and researching the New Urbanism Smart Score card criteria, how would you rate your community, the place you are using for your Portfolio Project? How does what you observed in your own community relate to what you read about in Chapter 3 of Public Health Ethics this week as far as the importance of community health? This week, look around where you live to see if you can spot any of these New Urbanism design principles in buildings or neighborhoods. (Keep in mind that the structures would probably be fewer than 10 years old.) Post descriptions of these buildings or neighborhoods along with any information you can find online as to why the project was undertaken. If you can’t find any New Urbanism designs at work where you live, go online and find 3-4 structures or neighborhood elements that illustrate these design principles. Describe their history and why they were built. In your post, also include the following points: Does your community suffer from urban sprawl? Is your community at risk of (greater) urban sprawl in the future? How would New Urbanism designs help to reduce problems you see in your community? Are there any policies that would help reduce urban sprawl in your community?

Answer the questions below in a Word Doc and upload it to this assignment. Beck, Julie. “This Article Won’t Change Your Mind.” The Atlantic, 11 December 2019. OR Berger, J. M. “Our Consensus Reality Has Shattered.” The Atlantic, 9 October 2020. Answer the questions in full sentences. Use in-text citations with page numbers for specific ideas/arguments. You may use outline or bullet format where appropriate. What is the main argument of the reading? If the argument contains multiple pieces differentiate them. If you are unclear about all or part of the argument, explain why you are confused (one short paragraph).   What does this article demonstrate about the impact of media criticism becoming popular?   Offer two discussion questions you think would stimulate critical conversation about the article (should not be yes/no or easy-to-answer with Google questions).

After reading the articles, “Why Hasn’t the Hip-Hop Boom Pushed More Black Executives to the Top?” AND “Top music executives address challenges Black and Brown artists face in the business”, create a thread and respond to the following prompt. In 75- 150 words explain on what are some reasons ( suggested by the readings) why Black and Brown executives are under-represented in the music industry? How does thinking about representation help us to better understand our sociological imagination question, what is happening behind the scenes in the structure of hip hop? Choose 2 concepts that we have discussed in class so far that relate to the readings for this week. Be sure to explain how and why they relate.

This past week, we discussed a number of ways the we can think about religion is associated with education levels int he US. Here is a report dealing with the association between religion and education around the world. Please review the following report (Links to an external site.) This is a report from the PEW research center that surveyed people from all over the world and from many different demographics. It discuses the overall average numbers of years of education and looks at gender as a possible complicating factor. Note- there are many pages to this report, Lets just stick to the overall findings on page 1 for this paper. In this paper (following the same formatting guidelines as always), please do the following- Summary a. Give a brief overview of the findings of the report Discovery b. Do you find anything about the report surprising? Any groups quite a bit higher or lower than you thought? Why do you think that is? Reflection c. Why do you think this information in particular is important for sociologists of religion? Do you think that some religions may emphasize eduction for some groups more than others? Are there benefits to knowing this information in comparison to what we know about the U.S.? Analysis d. What about the social structures in these countries? What do you think explains some countries having higher education compared to lower? Why do you think there are gaps exist by gender? What does it say for a society that some groups have high levels of people with no education at all? What do you think explains the changes by generation? You are welcome to add more sociological reflections to the the paper beyond the minimum, however… be mindful of social contexts. Because one religion might have higher levels of inequality, it doesn’t make that religion good or bad. You are NOT to promote or condemn a particular worldview. Be a scientist, do not use values to judge these things. You are welcome to use external sources to support your discussion, but they must be academic sources and cited correctly.

http://library.lol/main/075744C5ABF2329C2114A640F9232A3B http://library.lol/main/1B2EA783A42C135E7C216DC07E692929 file:///Users/sajehajamily/Desktop/SOCI_2006_mod_03_reading_01.pdf answer following questions  Answer question 2 on page 62 of Leonard. How does the Industrial Age compare to the Digital Age as outlined by Tilleczek & Srigley (2017) article?  Give two ways in which it is the same and two ways in which it is different for young people. Complete an Internet search about Aaron Swartz. This could include watching the film The Internet’s Own Boy and/or Killswitch.  Write a short biography (2-3 pages) of him by answering the following: Who was Aaron Swartz, what happened to him and why?  Include the details about the legal battles he was engaged with in trying to address Internet freedom and net neutrality.  What does his story say about living in the Digital Age? How does Aaron Swartz’s story compare to Edward Snowden’s story?  (if you are unfamiliar with Edward Snowden you will need to research his story and could watch the films Citizen Four and/or Snowden). Prepare an analysis (two-pages) of a movie or video game or digital App of your choice that in some way pertains to children; whether it was made for children or represents them in a particular way. Use Questions 5 and 6 on page 157 of Mills and Mills as a guide to your analysis. What are 5 most important opportunities and constraints of digital technology for children according to EU-KIDS online? Are these the same as those reported by MEDIA SMARTS?  Explain your answer. Sampson’s article on the child in 20th-century literature addresses similar themes to those outlined by Hanson regarding children and film. Using the article as a guide, write a short (two-page) analysis of a book you have read recently which represents children or was written for them. Include the title, year, publisher, and illustrator (if any). Borrow freely from Sampson’s process of analysis. (Hint: finding a short illustrated children’s book is a good place to start.) How is this book the same/different from the film, app or video game you analyzed?

4. What are some of the specific challenges (economic, social, etc.) faced by pregnant teens? What is the role of the social worker in helping them overcome or manage these challenges? 5. Based on what you have read and what you already know about teen pregnancy prevention, make predictions about the future of teen pregnancy prevention. How will it change? In what ways will it stay the same? What new models for teen pregnancy prevention might arise? What might these look like?

Identify two to three primary groups, secondary groups and reference groups that have been important in your life. Have there been any changes in these groups over time? Give some examples. Have you found yourself in a situation where your groups were in direct conflict with each other, or you had doubts about them regarding your lifestyle and choices? For example, have you found yourself in a situation where the advice/choice given by your primary group members contradicted the ones from your secondary groups? How did you resolve the conflict(s)? reference: Henslin, J.M. (2019). Essentials of sociology: A down-to earth approach (13th ed.). Pearson, Inc.

Discussion board-2 What effects does physical activity have on emotional well-being? What effect does spiritually have on various aspects of well-being? Use a peer- reviewed article to support position on one of these questions.

Do professionals have ethical obligations that ordinary citizens don’t? In addressing this question you should think about: how do we define a professional, over and above a person who makes money doing what they do?  What sorts of ethical obligations do ordinary citizens have? What sorts of ethical obligations do professional have just because they are professionals? And then, finally, do professionals have ethical obligations that ordinary citizens don’t? Written assignments are due by 11:59 pm Eastern time on Sunday. They need to be 2 pages double spaced, include citations where appropriate and refer to and incorporate the material in the text book and other sources. Written assignments draw on the topics raised in the forum discussions and you may refer to and use the material in your posts in your written assignments. However, a written assignment may not be a simple recycling of your posts but needs to go further to bring in additional materials and to elaborate on, respond to, or refute points made in discussion posts. Finally, writing is a component part of your grade and I will grade down for grammatical errors or poor writing. I have posted a handout called “The Sinful Seventeen” in the week 1 materials that outlines some of the most common grammatical mistakes and their corrections. Im posting below An article we had to read,  PLAYING IN THE MAJORS Herbert J. Keating, M.D. “What does it take to be a professional?” The year was 1980. Dr. Ralph Reinfrank, chief of medicine at Hartford Hospital, was running “morning report,” a time-honored teaching method in medical training programs. Each morning, second- and third-year residents, people two or three years into their postmed-school training, would assemble in a circle in a Spartan conference room, Styrofoam cups of bad coffee close at hand. There the “on call” resident would present cases, essentially telling patients’ clinical stories from the night before. The chief doctor, in this case, Ralph, would help provide instructive feedback, which he did in a Socratic style. Except for the case that prompted this memorable question, most of the feedback concerned nuances of internal medicine diagnosis and therapy — not critical “life and death” stuff. (Ralph is now, himself, dead, which is sad. Although he was diminutive and bespectacled, and wore off-white hush puppies, which were distinctly uncool, we residents were profoundly respectful of Ralph’s brainpower.) “Tell me exactly what you were thinking,” Ralph said to the admitting resident, a petite, self-confident, brown-eyed woman with straight black hair. A three-headed silver stethoscope draped around her neck like a tribal necklace. “Are you telling me, Doctor, that you started heparin last night on a patient who was bleeding from the GI tract?” “Yes, I started the heparin, ” she answered. “I thought he might have pulmonary embolism. And the blood was only on the Hemoccult slide.” (Heparin, a blood thinner, interferes with the generation of clot –a good idea if there is pulmonary embolism, but a bad idea if there is bleeding.) Ralph took a loud, deep breath, and then exhaled as if he were in pain. Some of us near him could smell the tobacco from cigarettes he would sneak and smoke sometimes, a weakness he was not proud of. “Let me recap,” he said, his face deadpan. “How old was this man?” “Forty,” she muttered. “What precisely were his risk factors for a pulmonary embolism?” Silence. Then, she said, “He had chest pain, worse when he took a deep breath, and he was short of breath.” Ralph paused a moment, then asked quietly, “Did I ask you what his symptoms were?” The resident looked confused. Then came the point of Ralph’s blade: “Please pay attention, Doctor. These words have meaning. Medical words mean something. I said risk factors, not symptoms.” The admitting resident flushed red and seemed as if she might cry. Then she regrouped, almost as if she were telling herself, “Buck up, you went to Vassar and UVA, you can handle this.” “He was obese.” Ralph looked around. “He was obese,” Ralph restated, tersely. “Forty and obese. Hmmm.” Ralph looked at each of the rest of us residents, one at a time, as if his eyes could look into the gray matter of our brains. Some of us squirmed a bit. “What are the established risk factors for pulmonary embolism?” he asked. Several voices shouted out responses: Virchow’s triad, post-op state, drugs that promote clotting such as estrogens or birth control pills, etc. Ralph returned to the resident. “Did your patient have any of these, Doctor?” “No.” Her answer came with an edge to it, a bit defiant. “And yet, you started him on heparin knowing that he had blood in his stool?” No answer for a while. Then a reluctant “Yes.” At this Ralph paused. Evenly, without a touch of irony, he said, “Doctor, at the end of our little conference, I should like you to go back to your patient and check and see if he has not yet bled to death.” The admitting resident looked down at her lap, and closed her eyes, as if she were feeling sick. And then Ralph posed the question. “What does it take to be a professional?” It seemed like an odd question; no one spoke. Ralph ended the silence. “I don’t care what kind of professional. Any professional. Let’s take Ted Williams. Or Joe DiMaggio. What made Joe a professional baseball player?” The surprise reference to a ballplayer eased the tension, and several of us nervously laughed. “‘Cause he got paid to play?” one of us offered. “No, that’s not it,” Ralph said. “Plenty of people get paid to do jobs that they cannot do. Even ballplayers.” Silence followed, and then Ralph answered the question. “Joe was a professional for many reasons. He didn’t waste a lot of energy. He showed a special “economy” in his movements; he had `good moves.'” “But most importantly,” Ralph continued, “Joe was a professional because he was selfconscious about his craft, constantly analyzing what it was that he was doing. He didn’t just hack away at it.” The room was totally quiet. No one moved a muscle. “What you, ladies and gentlemen, are doing — taking care of complicated problems in human beings — needs professionals. Like Joe DiMaggio. Don’t just hack away at it.” Ralph allowed a few more seconds of silence and then concluded. “An automatic decision that pleuritic chest pain and shortness of breath equals heparin is the medical equivalent of hacking away.” Suddenly, the admitting resident got white in the face, bolted out of her chair and flew out of the conference room, the tails of her white lab coat trailing after her. We learned later that her patient had pneumonia, not pulmonary embolism. As a result of the heparin, he had, indeed, bled significantly from what turned out to be a colon polyp. But he did OK. And from then on, the rest of us, the residents, did better. Dr. Keating practices internal medicine and geriatrics and is clinical professor of medicine at the University of Connecticut School of Medicine. Patients’ identities are concealed for confidentiality. You can e-mail Dr. Keating at hkeating@prohealthmd.com

Using information gathered from the “Begay Family Case Study,” Complete the Topic 3 chart that is attached to this assignment. Write 50-100 words per section in the chart. The chart will include four family members for whom you will identify the following: Role in the family Tasks associated with specific roles How roles may have been established Rules (covert and/or overt) that maintain the roles APA format is not required, but solid academic writing is expected. Refer to the scoring guide, “Family Roles, Tasks, and Rules,” prior to beginning the assignment to become familiar with the expectations for successful completion.